High school level project using a wiki and ning community. Students from multiple classrooms around the country contributed resources and responded to research within the wiki. They participated and communicated in Ning, an online social network.

A teacher discusses the use of Edmodo in his classroom. He shares the guidelines, discussion groups that students participated in, and results. He outlines how students improved technically and socially, stating overall that students are excited about participating in the community.

A biology teacher created a blog for her classes, Extreme Biology. Students were given the freedom to post and began to include research related stories. They commented on each other and drew attention from other bloggers and communities. The blog now includes wikis, tweets, and other social networking tools.

Skype is used as a tool for students to visit Antarctica and ask a scientist questions about penguin research. Students are increasing their global view while using this technology.

A teacher brought in two experts via Google Hangout to meet with some students working in a computer gaming program. The students were able to takeaway tips from the experts for their programming and connect with "real" designers.

Science students use blogs to reflect and share their research. They commented on each others' blogs and provided feedback. The students found this to be a valuable experience.

A Facebook group page was created and used as a mentoring tool for high school science students and university students. Facebook increased communication and engagement between mentors and mentees. Questions were asked and support was provided through the page.

This student project, related to science, utilizes Twitter and Google Earth. The teacher used their network on Twitter to provide challenging locations for students to locate in Google Earth. Once the class located the individual, they provided a tweet response. Neat way to show connectivism and networking!

This project takes place during a science fair and utilizes Twitter. As judges view the science projects, students ask simple "interview" questions and tweet the judge's responses using a common hashtag. Parents, students, and community members are able to comment and provide encouragement.

Twitter is used as a way for students to ask questions and comment on content. Although this is in a college setting, this can be applied to a high school setting. A class can have a specific hashtag for asking questions or commenting on content.

The link to my Positive Digital Footprint Plan. References: https://docs.google.com/document/d/10HnuvY_Ib97d5MYfKVH0mW7j7am2e3BhliBuvEYSZdA/edit?usp=sharing

Casey,
I found the definition of connectivism provided in this article easy to understand and helpful in making sense of the term. Learning is the ability to move through networks in which knowledge is being distributed. Learning is making connections! Sounds like an interesting and applicable course that the author provided - - I would have enjoyed taking it.

Hi Jenni,
Thanks for sharing this article. I appreciated the practicality and metaphors used within this article in describing a personal learning network. The importance of PLN's for students was particularly helpful, as they were identified as an essential tool and skill, as well as, a way to organize and manage knowledge/information.

This article presents the features and reasoning for personal learning environments in e-learning. It discusses reasons for its importance in e-learning and lifelong learning. The ways that "learning" is changing with new technologies and resources are considered. The social aspect of personal learning environments is also described, with an emphasis on the tools that are used to facilitate the connections.

The big question presented in this article is, "How do we use technology?" The online environment is present in our daily lives and our participation is key. A PLN is defined as "the people you choose to connect with and learn from." A mutual desire for learning and participation must be present.

This article provides a concise look at personal learning networks in education. Benefits and reasons for educators and students to utilize are outlined.

A brief blog post on connectivism and its implication and application to 21st century learning. Each of George Siemen's principles of connectivism are connected to a mode or practice of learning.

In this video, George Siemens lectures on connectivism and its importance in education. Current education structures do not provide meaningful learning. Connectivism is a way of learning that is interactive, participatory, and under an individual's control. The social learning is a method of "connectedness" that provides deeper connections with learning strengths.

Connectivism is presented and discussed as a learning theory and phenomenon in an e-learning environment. George Siemen's eight principles of connectivism are outlined to support the theory definition. The author identifies inconsistencies with defining connectivism as a theory and proposes five scenarios to further explore learning theories applicable to digital learning.

The article focuses on the reasoning and theory, examples, and implementation of communities of practice, specifically in special education. Short and long-term advantages are discussed.